The effects of homelessness: Literature and research

The effects of homelessness: Literature and research Mini Paper #1:Intervention Research with the Homeless Introduction The effects of homelessness as a social condition are both wide reaching, and difficult to grasp in its scope. It is a circumstance of varying severity, which people may move through for different lengths of time and for different reasons, making it challenging to establish an accurate breadth of its range (Biswas-Diener Diener, 2006; Parsell, 2011). Link and colleagues (1994) have estimated that 14% of the United States may experience homelessness at some point in their life. According to The US Department of Housing and Urban Development (2011) there may be as many as 400,000 homeless individuals in the United States on a given day, and that 1,500,000 people may experience homelessness within the span of a year (HUD, 2011). A person’s familiarity with the homeless condition will vary depending on whether they experience it chronically, temporarily, or periodically (Rivlin, 1990). People may experience homelessness as a result of unemployment, natural or human-constructed ad versity, mental illness, or a combination of factors (Hagen, 1987). The influences that contribute to the condition of homelessness may also play a hand in the progression and outcome of the person experiencing it, be it mental health or substance abuse issues, personal crisis, or systemic pitfalls (Chamberlain Johnson, 2013). As a result of the potential reasons someone may enter homelessness, the rates and demographics of the homeless population vary among regions of the United States (HRI, 2012), and fluctuate in time. From the period of 2009 to 2012, homelessness as a whole decreased by 1% despite the conditions of the economic downturn, while the number of people who would have been homeless but instead doubled up with friends or family increased by 13% during this same time period (HRI, 2012). Predictors – risk problem While any number of circumstances may contribute to the condition of homelessness, The Homeless Research Institute (2012) has identified four population groups who are at an increased risk of entering homelessness; people living with family and friends for economic reasons, prisoners who have been recently released, people aging out of foster care, and the medically uninsured. At its core, whether or not someone will enter or exit the condition of homelessness is influenced by a person’s income, their access to supports and social service resources, and the cost of available housing. As a result, other socioeconomic conditions associated with marginalization can increase a person’s risk of entering homelessness, such as unemployment or mental illness, and the condition of homelessness itself may even serve to fortify these things (Goodman, Saxe, Harvey, 1991; Thoits, 1982). Knowledge base/theoretical explanations No clear theory explains the phenomenon of chronic homelessness better or more appropriately than another, although the perspective adopted will affect the explanations and constructs that are accounted and controlled for within research. For example, the social estrangement model posits that upon entering homelessness people experience a general sense of alienation and proceed to adapt to a lifestyle that reinforces this estrangement (Grigsby, Baumann, Gregorich Roberts-Gray, 1990). The concept of estrangement has been adapted into a measured scale, and this model has been used in research to examine the reintroduction of employment into the lives of the homeless as a potential intervention to decrease one’s sense of estrangement and reintegrate back into society (Ferguson et al., 2012). Social constructionism has been used to explain homelessness as an artificial construct that is used to describe an extreme form of poverty that actually exists on a spectrum, and is not the binary distinction that is used to give a blanket idea to what actually amounts to a diverse range of experiences within the homeless population (Tosi, 2010). This idea has led to research and programs that operate with a continuum definition of homelessness (Anderson, Tulloch, 2000). Social alienation theory has also been tested in the form of measuring the change of social support network of homeless adults across time spent homeless (Eyrich, Pollio North, 2003). Key research questions/intervention proposals Because of the variety of factors that may exacerbate or contribute to homelessness, there are consequently any number of potential interventions and areas of concern to address. Researchers have found it useful to distinguish among cultural or demographic subgroups within the homeless population to address the concerns that appear to be more pertinent to a given subgroup (Aubry et al., 2012). Such distinctions may seek to reduce destructive behaviors or victimization associated with the homeless lifestyle itself (Justus, Burling Weingardt, 2006). From a broader perspective, investigators may attempt to identify how the homeless will best establish and maintain long-term housing (Groton, 2013), as well as how to maximize retention and participation of services for the homeless in general (Padgett et al., 2008). Intervention research that concerns itself with the homeless population must make educated assumptions about the most salient issues worth addressing, the causes of those issues that may be controlled, and the types of outcomes that should be attained. Meaningful intervention research should attempt to identify questions that address the preventative conditions of homelessness, the exacerbating conditions that may prolong someone’s experience with it, and the opportunities available to exit it. Social networks play an important role in people’s lives, and the homeless are no exception. Some forms of social support may serve to normalize the homeless experience (Auerswald and Eyre, 2002), while others may offer support for exiting homelessness (Zlotnick, Tam, Robertson, 2003). An appropriate research question in this area would ask; what are the characteristics of social networks that serve to contribute to a person’s successful attempts to exit homelessness? An intervention program that would attempt to capitalize on known social support networks that reinforce a person’s decision to exit homelessness could be as simple as incorporating a series of questions into existing outreach programs that are designed to identify such relationships. Once these relationships are identified, practitioners could be instructed to attempt outreach with these social network members to include them in their work with their clients. One of the issues associated with homeless encampments is their proximity to necessary services (Chamard, 2010), of these healthcare access may be included. To build off of research which has identified that demographics as well as distinct lifestyles among the homeless may mean the difference between healthcare access or not (Nakonezny Ojeda, 2005), a further relevant research question may ask how can people living in homeless encampments attain more consistent and accessible healthcare? Intervention work in this vein could seek to implement medical outreach programs in areas known to have higher concentrations of homeless encampments, identify how medical conditions are impacted as a result, and further modify outreach techniques depending on the results. Homeless youth have been shown to have increased rates of victimization relative to their housed counterparts (Tyler, Gervais Davidson, 2013; Tyler Melander, 2012), and that victimization is associated with higher rates of substance use (Bender et al., 2012). Potential interventions in this area could include fusing a program designed to address substance use among homeless youth with training staff to have heightened awareness of who may be at risk for increased victimization, and address individual cases as needed. The potential for intervention research within the homeless population is plentiful. References Anderson, I., Tulloch, D. (2000). Pathways through homelessness: A review of the research evidence. Edinburgh: Scottish Homes. Aubry, T., Klodawsky, F., Coulombe, D. (2012). Comparing the housing trajectories of different classes within a diverse homeless population. American Journal Of Community Psychology, 49(1-2), 142-155. Auerswald, C. L., Eyre, S. L. (2002). Youth homelessness in San Francisco: A life cycle approach. Social Science Medicine, 54(10), 1497-1512. Bender, K., Thompson, S. J., Ferguson, K., Komlo, C., Taylor, C., Yoder, J. (2012). Substance use and victimization: Street-involved youths perspectives and service implications. Children And Youth Services Review, 34(12), 2392-2399. Biswas-Diener, R., Diener, E. D. (2006). The Subjective Well-Being of the Homeless, and Lessons for Happiness. Social Indicators Research, 76(2), 185-205. Chamard, S., United States, Center for Problem-Oriented Policing. (2010). Homeless encampments. Washington, DC: U.S. Dept. of Justice, Office of Community Oriented Policing Services. Chamberlain, C., Johnson, G. (2013). Pathways into adult homelessness. Journal Of Sociology, 49(1), 60-77. Eyrich, K. M., Pollio, D. E., North, C. S. (2003). An exploration of alienation and replacement theories of social support in homelessness. Social Work Research, 27(4), 222-231. Ferguson, K. M., Bender, K., Thompson, S. J., Maccio, E. M., Pollio, D. (2012). Employment status and income generation among homeless young adults: Results from a five-city, mixed-methods study. Youth Society, 44(3), 385-407. Goodman, L. A., Saxe, L., Harvey, M. (1991). Homelessness as psychological trauma: Broadening perspectives. American Psychologist, 46(11), 1219-1225. Grigsby, C., Baumann, D., Gregorich, S. E., Roberts-Gray, C. (1990). Disaffiliation to Entrenchment: A model for understanding homelessness. Journal of Social Issues, 46(4), 141-156. Groton, D. (2013). Are housing first programs effective? A research note. Journal of Sociology And Social Welfare, 40(1), 51-63. Hagen, J. L. (1987). The heterogeneity of homelessness. Social Casework, 68(8), 451-457. The Homelessness Research Institute (HRI). (January, 2012). The State of Homelessness in America, 2012. National Alliance to End Homelessness. Retrieved from: http://lhc.la.gov/downloads/esg/TheState_of_Homelessness_in_America2012.pdf Justus, A. N., Burling, T. A., Weingardt, K. R. (2006). Client Predictors of Treatment Retention and Completion in a Program for Homeless Veterans. Substance Use Misuse, 41(5), 751-762. Link, B.G., Susser, E., Stueve, A., Phelan, J., Moore, R.E., Struening, E. (1994). Lifetime and five-year prevalence of homelessness in the United States. American Journal of Public Health, 84(12), 1907–1912. Nakonezny, P.A., Ojeda, M. (2005). Health Services Utilization Between Older and Younger Homeless Adults. The Gerontologist, 45(2), 249-254. Padgett, D. K., Henwood, B., Abrams, C., Davis, A. (2008). Engagement and retention in services among formerly homeless adults with co-occurring mental illness and substance abuse: Voices from the margins. Psychiatric Rehabilitation Journal, 31(3), 226-233. Parsell, C. (2011). Homeless identities: Enacted and ascribed. British Journal Of Sociology, 62(3), 442-461. Rivlin, L. G. (1990). The significance of home and homelessness. Marriage Family Review, 15(1-2), 39-56. Thoits, P. A. (1982). Life stress, social support, and psychological vulnerability: Epidemiological considerations. Journal of Community Psychology, 10(4), 341-362. Tosi, A. (2010). Coping with Diversity. Reflections on Homelessness in Research in Europe. OSullivan, Eoin/Busch-Geertsema, Volker/Quilgars, Deborah/Pleace, Nicholas (Hg.): Homelessness Research in Europe. Brà ¼ssel, 221-236. Tyler, K. A., Gervais, S. J., Davidson, M. (2013). The relationship between victimization and substance use among homeless and runaway female adolescents. Journal Of Interpersonal Violence, 28(3), 474-493. Tyler, K. A., Melander, L. A. (2012). Poor parenting and antisocial behavior among homeless young adults: Links to dating violence perpetration and victimization. Journal Of Interpersonal Violence, 27(7), 1357-1373. US Department of Housing and Urban Development (HUD). (2011). The 2010 Annual Homeless Assessment Report to Congress. Washington, DC. (2010 AHAR). Zlotnick, C., Tam, T., Robertson, M. J. (2003). Disaffiliation, substance use, and exiting homelessness. Substance Use Misuse, 38(3-6), 577-599. 1

Social prejudice in schools Essay -- essays papers

Social prejudice in schools Children from middle-class families generally are more successful in public schools than children from low-income families. Is the school system responsible for this problem, or is lower performance among low-income children a result of their home environment? The home environment has a big role in a child’s education and if it is not supportive of the school environment, the student will not be as successful in school as the child whose home environment is supportive of the school’s learning environment will. The typical public school teacher is a middle-class white female. The typical curricula, tests, and learning tools used in public schools were created by middle-class educators and are geared toward the needs of middle-class children. The middle-class teacher may not be able to communicate as well with the lower-class student as she could with a middle class student. A poor minority student may have trouble understanding English if English is not his/her first language or if English is not spoken in his/her home, and the teacher may have trouble understanding his/her broken English. Different social classes also use different slang and voice inflections, and have ways of speaking that contain â€Å"hidden meanings†. So the â€Å"language† a lower-class student uses at home may cause him to have trouble communicating with his middle-class teacher and classmates. In his book, Ain’t No Makin’ It, Jay MacLeod tells how a group of poor students in a particu lar school were able to relate to a teacher (Jimmy Sullivan) who spoke their â€Å"language.† â€Å" ‘It was cool, cuz like you walk in there†¦you talk to Jimmy, and you know Jimmy’s real cool,’ † said one of his students. Related to this â€Å"language barrier† that exists between low and middle social classes are behavior differences which affect teachers’ perceptions and expectations of students. Poor and minority students are more likely to be placed in low tracks (Oakes, 64) than middle-class children, probably because teachers misinterpret certain students’ abilities. J. Oakes suggests that one of the reasons this happens is because of the existence of a â€Å"hidden curriculum†, one in which teachers’ expectations and judgments are based on subtle behavior traits that are a part of each student’s home life and are brought to the classroom. Many students in lower tracks are plac... ...ols cannot change is the fact the every family has a unique set of values, beliefs, traditions, and ways of rearing children. Ultimately, the home environment has a greater impact on children than any other social institution, and if the culture being taught in schools is different than the culture that is being taught in the home, children’s education will suffer. Bibliography: Resources: Elvin. H.L. Education In Contemporary Society. London: C.A. Watts and Co. 1968. Fischer, Louis and Donald R. Thomas. Social Foundations of Educational Decisions. Belmont, CA: Wadsworth Publishing Co., 1965. Goldman, Shelley V. and Ray McDermott. â€Å"The Culture of Competition in American Schools.† Education and Cultural Progress. Prospect Heights, Ill.: Waveland Press, 1987. Kottak, Conrad. Mirror for Humanity. New York: McGraw-Hill Inc., 1996. MacLeod, Jay. Ain’t No Makin’ It. Boulder, CO: Westview Press, 1995. Oakes, J. â€Å"The Distribution of Knowledge.† Keeping Track: How Schools Structure Inequality. Yale University Press, 1985. Orenstein, Peggy. Schoolgirls. NY: Doubleday, 1994. Spring, Joel. American Education. NY: McGraw-Hill Co., 1994.

PMS: How Much Do We Really Know? Essay -- Biology Essays Research Pape

PMS: How Much Do We Really Know? "Basically, PMS has been piecemealed. It's like the story of the five blind men and the elephant. One checked the trunk, another the leg and so on, but nobody has the full picture." --Dr. Susan Thys-Jacobs (1). The Controversy There has been much controversy over the biological factors involved in the mood disorders and discomfort felt by countless women before the onset of menses. The common term for this discomfort is pre-menstrual syndrome (PMS). PMS is a disorder involving hormonal changes that trigger disruptive symptoms up to two weeks prior to menstruation. While for many women the symptoms are not severe enough to require treatment, 12 % (5 out of 40 million) are medically treated for their symptoms (2).While many scientists have supported the existence of PMS, the exact causes and treatments have created some controversy. It is not clear how much of the presence of PMS is due to physiological factors (such as hormones) and how much is due to psychological and societal factors. What role exactly has society played in the perception of symptoms? In what capacity is the I-function involved? The Symptoms PMS affects approximately 8 out of 10 women. Since the 1930s, the grouping of symptoms has remained fairly consistent. An American neurologist originally described these characteristics in 1931. The symptoms are grouped as follows: "A- Anxiety: irritable, crying without reason, verbally and sometimes physically abuse, feeling "out of control", or Dr. Jekyl-Mr. Hyde behavior changes. D- Depression: confused, clumsy, forgetful, withdrawn, fearful, paranoid, suicidal thoughts and rarely suicidal actions. C- Cravings: food cravings, usually for sweets or chocolate; dia... ...ssociated with PMS, as well as the exact nature of hormones, emotions, and other psychophysiological factors. WWW Sources 1) PMS and PMDD Cause Serious Suffering http://www.usatoday.com/news/health/doctor/lhdoc094.htm 2) Medical Treatment of PMS http://www.usdoctor.com/pms.htm 3) The Health Report-PMS http://www.abc.net.au/rn/talks/8.30/helthrpt/stories/s11123.htm 4) What is EEG Biofeedback? http://www.eegspectrum.com/articles/faq.htm 5) EEG Biofeedback Training for PMS http://www.eegspectrum.com/articles/pms94.htm 6) PMS, EEG, and Photic Stimulation http://www.snr-jnt.org/journalnt/jnt(2-2)2.html 7) The Many Faces of PMS http://www.bairpms.com/ Additional Sources 8) Slade, P. (1984) Premenstrual emotional changes in normal women: Fact or fiction? Journal of Psychosomatic Research, 28. 1-7. 9) Ruble, Science Vol. 197

Analysis “Hanging Fire” & “Barbie Doll”

Thesis Statement & Introduction An analysis of the literary elements imagery, symbolism, and tone/mood in â€Å"Barbie Doll†, by Marge Piercy and, â€Å"Hanging Fire† by Audre Lorde reveals each character and their struggle with their identity in society. Summary of â€Å"Barbie Doll† In the poem â€Å"Barbie Doll† by Marge Piercy, we read about a young girl who has self image problems. Due to the expectations of society, she is not happy with her physical appearance. She had many good qualities but is unable to see these for herself. Instead she only sees is a â€Å"a great big nose and fat legs†(Piercy,1936). In order to conform to society’s idea of beauty, the young girl was â€Å"advised to play coy, exhorted to come on hearty, exercise, diet, smile and wheedle. †(Piercy, 1936) The pressures became too much for her to handle. She could no longer live this way so she â€Å"cut off her nose and her legs/and offered them up. †(Piercy, 1936) The author states that finally, the girl has achieved acceptance, but not on the qualities of her character or her being; rather, through the unwilling compromise to culture. Summary of â€Å"Hanging Fire† The poem â€Å"Hanging Fire†, by Audre Lorde is about the hardships of a teenager who is possibly growing up during the tense civil rights movement era, and is afraid for her life. She is scared about growing up and has many insecurities. There are many things she wants to do such as, learn to dance & be on the math team. The young girl has self confidence problems due to her appearance. For example she states, â€Å"my skin has betrayed me,† ( Lorde, 1978) meaning there are many things she feels she cannot do because her skin is not white. She also asks, â€Å"how come my knees are always so ashy? (Lorde, 1978) She continues to refer to her mother throughout the poem as being in the bedroom with the door closed. Without her mothers’ guidance, she is struggling in society because she has no guidance. Lorde argues that anyone enduring these forces would feel the loneliness and loss of identity that the young girl had felt. Literary Element-Imagery in â€Å"Barbi e Doll† Imagery is used in â€Å"Barbie Doll† in several areas of the poem. Piercy uses lots of imagery to describe the struggles the girl experiences during her teenage years and the effects that can happen. In the first stanza, we see the beginning of an ideal image being stained in the girls mind. She was â€Å"presented dolls that did pee-pee and miniature GE ovens and irons and wee lipsticks the color of cherry candy†. (Piercy, 1936) By being presented these gifts the girls parents have already instilled a visualization of what the perfect woman is like and the girl is already learning her place in society. Their place was in the kitchen and taking care of the kids. Piercy has painted an image to the reader of a little girl playing with toy stoves and irons and wearing red lipstick to make herself pretty. Piercy writes, â€Å"In the casket displayed on satin she lay with the undertaker's cosmetics painted on, a turned-up putty nose, dressed in a pink and white nightie. †(Piercy, 1936) The next line reads, â€Å"Doesn’t she look pretty? † (Piercy, 1936) The derisive imagery criticizes gender discrimination of the modern society. The character has struggled to feel pretty until the pressure of society has became too much for her and in response to this has cut off her nose & legs. Literary Element- Imagery in â€Å"Hanging Fire† The imagery of the mother plays a big part in the poem â€Å"Hanging Fire† by Audre Lorde. This line is repeated all throughout the poem, â€Å"and momma's in the bedroom with the door closed. † (Lorde, 1978) I think it is representative of the fact that this speaker has to grow up alone without the guidance of her mother. Another way to look at the imagery of the locked up mother is that her mother just wasn't there in the first place. Her mother could have been an absent figure in her life and that is a scary thing (to grow up without the guidance of a motherly figure). Audre Lorde was a African American lady who went back and forth with her sexuality during times of struggles with civil rights. â€Å"Hanging Fire† may have been her way of expressing the guidance of her mother could have helped her through her confusion with her sexuality. I think this really impacted her, so she reminds herself and the reader of it at the end of every stanza. Compare/Contrast Authors Use of Literary Element Imagery Imagery is used to depict identity issues in â€Å"Barbie Doll† by Marge Piercy and in â€Å"Hanging Fire† by Audre Lorde. In both â€Å"Barbie Doll† and â€Å"Hanging Fire,† a young girl struggles with their appearance. In â€Å"Barbie Doll† the author Marge Piercy uses imagery to portray a young girl who is unhappy with the way she looks. For instance, in the following lines â€Å"She was healthy, tested intelligent, possessed strong arms and back, abundant sexual drive and manual dexterity. She went to and fro apologizing. Everyone saw a fat nose on thick legs,† (Piercy, 1936) although she possessed several good qualities, the only thing that stood out to her was her nose and legs. In â€Å"Hanging fire,† the author Audre Lorde uses imagery to show a young woman struggling with her identity as well, not only with the physical part of her identity but the emotional side as well. After repeated use of the line, â€Å"and momma's in the bedroom with the door closed,† (Lorde, 1978) it is apparent the young girl struggles without the guidance of her mother. Literary Element- Symbolism in â€Å"Barbie Doll† The title â€Å"Barbie Doll† itself symbolizes a thin, curvy body, with symmetrical, perfect facial features. The beginning of the poem starts out with, â€Å"This girlchild was born as usual and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy. † (Piercy, 1936) This line symbolizes society’s expectations for a girls role in life. For example, introducing the mothering instinct, as well as cooking and cleaning while encouraging her to look pretty while doing all of that. The poem makes a reference to a fan belt, similar to a person’s â€Å"good nature,† will wear out from being over used and abused. With line twenty’s mention of an â€Å"undertaker’s cosmetics painted on,† (Piercy, 1936) the author paints an image of disguise–suppressing hurt and anguish suffered when a girl was forced to absorb into a materialistic society that functions only according to the standards set by its members. In the beginning of the last stanza of â€Å"Barbie Doll,† the reader can achieve almost a sense of relinquishment as the subject symbolically â€Å"cut off her nose and her legs and offered them up. † (Piercy, 1936) The reader is led to believe hat the girl has come to realize that she must account for the loneliness and emptiness that she has felt as a result of imitating a false person. In line 21, the putty nose symbolizes the â€Å"perfect nose† for a girl, even though it is very unrealistic. The pink and white clothes that the girl is wearing, symbolize colors that represent purity and femininity. The conclusion is her death, an act of her surrendering herself to the pain. Literary Element- Symbolism in â€Å"Hanging Fire† The title â€Å"Hanging Fire† symbolizes wanting to do something or, waiting on something to happen that you are expecting. In this poem, the girl is ready to mature although her body has not done so yet. She has insecurities about her skin color and appearance. Audre Lorde grew up during the civil rights era and much of her poetry represents these types of feelings. In the line, â€Å"My skin has betrayed me† (Lorde, 1978), is symbolism for change. Not only what she is going through at that particular time, but how she is the black girl in the neighborhood, the outrage in this racist society. At this age, she is going through changes which affect every possible way of life. She is going through changes in her body which may be related to puberty. Her ashy knees symbolize all the â€Å"falls† she has taken, representative of all the scars of her life. At the end of every stanza, Lorde writes â€Å"and momma’s in the bedroom with the door closed. †(Lorde, 1978) This symbolizes the absence of her mother in her life. Without her mothers guidance the girl feels as though she must face the struggles of life alone. Compare/Contrast of Symbolism Symbolism in â€Å"Barbie Doll† is used by the author to represent the lack of self confidence of a girl who does not have society’s idea of the perfect body. For example, â€Å"You have a great big nose and fat legs† (Piercy, 1936) gives a very good indication that the young girl is not part of the norm as far as beauty goes. â€Å"Piercy uses symbolism to convey the false views society has toward women, while in â€Å"Hanging Fire,† symbolism is used to portray a young girl who is impatiently waiting to see changes within her body. Lorde uses symbolism to show insecurities the young girl in â€Å"Hanging Fire† has with her body. For instance, in the line â€Å"and my skin has betrayed me† (Lorde, 1978) Lorde uses symbolism to show the change that her body is going through. In both poems the characters are struggling with their appearance as well as other things. In difference, â€Å"Hanging Fire† was written in the civil rights era, leading me to believe Lorde used symbolism to show an African American girl struggling with race issues. While in Piercys’ â€Å"Barbie Doll,† symbolism is used to portray aspects of gender discrimination. Literary Element Tone in â€Å"Barbie Doll† The first four lines of â€Å"Barbie Doll† are written in simplistic tones which represent the normality and basic needs of infancy. The ironic tone of the poem criticizes gender discrimination of the modern society. In the beginning of the poem, the tone is silent and simplistic at first, describing the norm for a child and what is expected from society, â€Å"This girlchild was born as usual and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy† (Piercy, 1936) The tone of the introductory stanza changes quickly in line five when the author writes â€Å"Then, in the magic of puberty, a classmate said You have a great big nose and fat legs. † (Piercy, 1936) The last line of the second stanza again changes in tone from simple to straight-forward with the statement â€Å"Everyone saw a fat nose on thick legs. (Piercy, 1936) This line re-emphasizes the offensiveness of not measuring up to the standard of an ideal female, a standard set by society. Tone is used to show the severity of the pressures that society can produce. Literary Element Tone in â€Å"Hanging Fire† Audre Lorde[-;0] used her diction to indicate the s erious tone in â€Å"Hanging Fire. † Lorde used a serious tone to enforce that this poem was to be taken sincerely. â€Å"My skin has betrayed me† (Lorde, 1978) indicates not only that the skin appears displeasing, but that it is displeasing. This also reveals that the tone is confident. The use of â€Å"and† instead of â€Å"if† gives the speaker a sad tone. The teenager in the poem worries excessively about everything, which is not abnormal from what most teenagers do. There is a sense of worry throughout the whole poem. She is stressed and the tone really represents that. The diction sets this tone because the speaker makes generalizations such as, â€Å"nobody even stops to think about my side of it,† (Lorde, 1978) and how her skin has â€Å"betrayed,† her. She is very overdramatic which is characteristic of a teenager. The author also shows a sense of urgency such as in the lines â€Å"I have to learn how to dance in time for the next party. † (Lorde, 1978) There are things the girl wants to accomplish and coveys that she feels a sense of urgency to do so. The serious and stressed tone of the poem conveys to the reader how serious the effects of the civil rights era were on many people and in particular young people. Compare/Contrast of Literary Element Tone The tone in â€Å"Barbie Doll† evolves and changes throughout the poem from a simplistic tone to a negative tone. While in â€Å"Hanging Fire,† the tone stays on serious side indicating signs of stress and worry. In both poems the tone indicates stress, in â€Å"Barbie Doll,† it is due to the fact that others have pointed out the flaws they believe the girl has based on societies standards. While in â€Å"Hanging Fire† the tone indicates the girl never had confidence in the first place. Her mother was not there to encourage or support her which led to stress and worry over her cosmetic issues such as her ashy knees. The beginning of â€Å"Barbie Doll† starts out with a simplistic tone then changes to tone portraying low self esteem and cruelty. In particular in the line â€Å"You have a great big nose and fat legs† (Piercy, 1936) indicates cruelty the young girl endures. The girl is described as smart and strong yet is still viewed negatively by others because of her nose and legs. The author uses tone to showcase that society as a whole is too obsessed with physical appearance and not focused on the qualities that really matter. In â€Å"Hanging Fire,† Lorde used a serious tone to enforce that this poem was to be taken sincerely. Tone is used to stress that the girl has many worries and that she needs to express them. Audre Lorde[->1] used very little punctuation in this poem to emphasize the variation of the worries of teenagers. The use of â€Å"how come,† and â€Å"why do,† in the poem suggests frustration about her current situation as an African American girl struggling to find her way in life without the guidance of her mother. Author’s Engagement with Culture and Society Marge Piercy’s â€Å"Barbie Doll† â€Å"Barbie Doll† is a poem that follows the life of a young girl growing up with modern expectations that she struggles to conform to. The young girl begins to suffer and she develops anxiety and depression. She loses her self confidence and becomes inferior and weak. â€Å"Barbie Doll† uses different aspects of a woman’s life to express the different pressures on women today. Marge Piercy grew up in a family greatly affected by the Great Depression. Due to the environment Piercy was raised in during the Great Depression, many of her works tend to be highly personal and often address concerns with feminist and social issues. Piercy’s poetry is known for its highly personal, often angry, and very emotional character. Author’s Engagement with Culture and Society Audre Lorde â€Å"Hanging Fire† â€Å"Hanging Fire† reveals a young girl who is troubled by the changes her body is going through as well as self confidence issues. Her lack of guidance is continuously mentioned throughout the poem. Lorde expresses or explores racial and sexual oppression, urban neglect, and personal survival in many of her other writings as well as in â€Å"Hanging Fire. † Lorde grew up during the civil rights era where she experienced first hand racism and prejudice. She addressed subjects concerning the complexity surrounding her life as an African American and as a woman. Fixed in her resentment of the racism and sexism that marked the history of the United States, Lorde dedicated her work to her ancestors, to the love and support of women, and to African Americans. In conclusion, my analysis of the literary elements imagery, symbolism, and tone/mood in â€Å"Barbie Doll†, by Marge Piercy and, â€Å"Hanging Fire† by Audre Lorde reveals each character and their struggle with their identity in society. References http://www. americanpoems. com/poets/Marge-Piercy http://www. margepiercy. com/Piercy%20Website/sampling/Barbie_Doll. htm Poem http://www. poetryfoundation. org/bio/audre-lorde http://famouspoetsandpoems. com/poets/audre_lorde/poems/19831 Poem [->0] – .. /essay_search/Audre_Lorde. html [->1] – .. /essay_search/Audre_Lorde. html

The Adventures of Huckleberry Finn: Not for the Adolescent

Mr. Jordan AP English III 13 January 2013 Huckleberry Finn For decades, Mark Twain’s â€Å"The Adventures of Huckleberry Finn† has spurred many controversies because of its offensive language, bad grammar, and racial bias. Some schools have even banned it from being taught; despite the benefits that one receives from it. When read to the right audience, one could learn from the harsh dialect, the use of satire, and the historical setting.However, because of the more advanced components of this book, â€Å"The Adventures of Huck Finn† should only be taught to high-school seniors in advanced English classes. One of the most popular reasons as to why â€Å"The Adventures of Huck Finn† is banned in some schools is because of the use of offensive language such as the â€Å"n† word and other racist comments and actions, mostly when referring to Jim, the runaway slave. In an article written by Allen Webb, he states, â€Å"†¦it was clear that hearing the word come out of my mouth made my African American†¦students bristle. Because of the book’s constant use of the term and other instances of racism such as when Huck takes advantage of Jim’s gullibility and lack of education, tricking him with a snake skin, and later tries to convince him that a series of dramatic events were a dream, which both confuses and upsets Jim, makes teaching the book very difficult, no matter how sensitive one will attempt to be. For this reason, â€Å"The Adventures of Huckleberry Finn† should not be taught anywhere except in advanced senior English classes.As an advanced student, the level of maturity tends to be higher and the curriculum consists of a more broad and difficult selection, preparing the students for any style or type of writing. When hearing the use of a term such as the â€Å"n† word, most of these students will see it as a term to portray the time period and evoke strong emotions from the audience inst ead of taking it to offense. While the controversies that the offensive language stirs up are understandable, â€Å"The Adventures of Huck Finn† should be taught for the opportunity to discuss topics such as racism and to learn from Twain’s unique writing style.Without the opportunity to read â€Å"The Adventures of Huckleberry Finn,† students would lose the chance to experience Twain’s use of satirical humor and a historical setting and dialect. In an interview with Nancy Methelis, she says that â€Å"The Adventures of Huck Finn† â€Å"†¦is a part of American history as American literature, so they can see it its place within the spectrum of literature and history. † The book lends a realistic depiction of life during the times of slavery and helps to more understand the feelings and struggles of African Americans. Also throughout the book is a heavy use of satire.For example, Miss Watson attempts to become and better Christian, yet sh e owns slaves and considers them her property. Another instance is when Pap becomes outraged at the thought of a black man being able to vote even though the black man is more educated that him. Twain uses the tool of irony and satire to poke fun at the idea of white supremacy and uses his writing style to portray the flaws in society. By reading â€Å"The Adventures of Huck Finn,† one can build their reading skill by deciphering Twain’s style and can also experience an accurate description of pre-Civil War life.In conclusion, â€Å"The Adventures of Huckleberry Finn† should be taught in advanced senior classes only to ensure the students are mature enough to handle the complex aspects of the book such as the harsh language and literary tools. Although some might believe that the book is offensive and better off banned, I believe that the benefits one will receive from reading â€Å"The Adventures of Huckleberry Finn,† such as realistic depictions of hist ory and fine examples of American literature, are much too valuable.

Thrift Savings Plan

Thrift Savings Plan HRA-360 Total Compensation Dr. James Waters Jacqueline Kelly 2 March 2010 Every successful organization depends on the abilities of a good workforce. The United States Government is no different. One of the major concerns of most employees is receiving fair compensation for the work performed, even after retirement. In 1920 the U S Federal government provided retirement, disability and survivor benefits for most civilian employees. The plan continues to provide benefits to those still covered under the plan. Employees covered under CSRC were not covered by Social Security. However, realizing a need for change, the United States Congress designed a new program, the Thrift Savings Plan, which was enacted 6 June 1986 and became effective 1 January 1987 in the Federal Employees Retirement Act of 1986. The Thrift Savings Plan is meant to operate like a 401(k) retirement savings plan. The plan permits employees to defer paying taxes on the money saved until they retire, at which time they may be in a lower tax bracket because they are no longer earning a full time income. The Thrift Savings Plan is one of the three parts of the Federal Employees Retirement System, and is the largest defined contribution plan in the world with assets worth over $210 billion dollars. The Thrift Savings Plan has the over 3. 7 million participants who contribute to the plan on a voluntary basis. Some these civilian participants included: Individuals on approved leave without pay to serve as full-time officers or employees of certain unions or other employee organizations Individuals assigned from a Federal agency to a state or local government under an Intergovernmental Personnel Act assignment who choose to retain FERS or CSRS coverage Individuals appointed or otherwise assigned to one of the Cooperative Extension Services, as defined by the National Agricultural Research, Extension, and Teaching Policy Act of 1977 Federal justice and judges, certain Federal bankruptcy judges and magistrate judges, Claims Court judges, and Court of Veteran Appeals judges Nonappropriated Fund employees of the Defense Department or the U. S. Coast Guard who have chosen to be covered by FERS or CSRS. According to an rticle in the Business Source Complete, participants in the TSP are disproportionately male, higher earners, older, full-time workers, and either white or nonblack minorities compa red with the population at large. I expect this number to continue to grow as people’s concerns increase about Social Security’s existence further down the road. Employees in the Federal Retirement System are limited to contributing 10 percent of their earned income to the program and the federal government will match up to 10 percent. Employees who fall under the Civil Service Retirement System (CSRS) who are not covered by Social Security may invest up to 5 percent of their earnings to the TSP. The federal government contributes 1 percent to TSP accounts for all employees covered under the Federal Employees Retirement System. Many government employees obviously consider this program an important compensation and they continue to increase their contributions as their earnings increase. Data collected by the Department of Labor, the Employee Benefit Research Institute, and the Federal Retirement Thrift Investment Board for 1992, 1993, and 1997 noted that the TSP had a participation rate of 79 percent, which is more than the 68 percent eligible workers utilizing 401(k) plans, and 8 percent participating in IRAs. A contributing factor to the differences in the number of employees participating in the different programs may be the fact that government employees have a wealth of knowledge available to them on the TSP. They are able to monitor their accounts daily on the internet. In addition, changes may be made on how much is contributed and they may borrow from the account when necessary with minimal penalties. Although, they are advised that the account are established for long-term investing in their future are retirement. Federal employees under FERS have noted a pivotal reason they participate in the program is because of the matching contributions and those employees under CSRS tout the tax benefit as their main reason for participating in the program. Many people consider landing a government a great feat because of the benefits of getting all federal holidays off with pay, vacation and sick leave, and most time tuition reimbursement. But the TSP may now be very a sought after component of a compensation package. An added benefit to the TSP is workers are fully vested in the 1 percent agency automatic contributions after three years( two years for congressional employees and executive-branch political appointees). In addition, workers who leave the federal government for jobs in other sectors of the economy can leave their money in the TSP and it will continue to accrue interest, dividends, and capital gains according to the performance of the funds in which they have chosen to invest. If they opt not to leave their money in the TSP, they may roll it over into another investment vehicle such as an IRA or a 401(k) plan. Furthermore, there are no huge fees for management of the account. A draw back to the TSP is new hires have a waiting period of 6 to 1 year before they can reap the benefit of employer matching contributions. However, they may rollover distributions into the TSP form other tax-qualified retirement savings plans from private-sector firms. Provided certain criteria are met. The TSP is now available to military personnel. On October 30, 2000, the Floyd D. Spence National Defense Authorization Act for Fiscal Year 2001 (Public Law 106-398) was signed. One provision of the law extended participation in the TSP, which was originally only for Federal civilian employees, to members of the uniformed services. The uniformed services include: †¢Department of the Army †¢Department of the Navy †¢Department of the Air Force †¢United States Marine Corps †¢United States Coast Guard †¢Public Health Service †¢National Oceanic and Atmospheric Administration All contributions made by civilians and military personnel are made by way of automatic payroll deductions. They also had a limit of which they could contribute, mandated by the IRS of $15,500. Fortunately, employees over the age of 50 have a provision that allows for a little catch up, in that they may contribute an additional $5,000 annually. Employees may also make early withdrawals without penalty from the IRS if they need the money to pay for medical expenses of the plan participant, a spouse, or dependent, but only to the extent that they exceed 7. 5 percent of adjusted gross income. Ironically, funds may be withdrawn through an IRS levy to collect back taxes owed by the plan participant. Another allowable withdrawal may be for an alternate payee under a qualified domestic relations order (QDRO). Also, early distribution is permissible if it is part of a series of substantially equal periodic payments (SEPPs) over the life of the participant or the joint lives of the participant and the beneficiary. Both CSRS and the FERS retirement pension plans are determined by multiplying three factors: the salary base, the accrual rate, and the number of years of service. Salary base is the final average pay, usually their highest, before retirement. Nevertheless, while the TSP is an outstanding compensation for federal employees it does have some disadvantages. The Thrift Savings Plan is a defined contribution plan similar to a savings account maintained by the employer on behalf of each participating employee. The combined amounts contributed by the employee and employer are invested in stocks and bonds but the employer has no financial obligation other than making contributions to the employees retirement account. All the investment risks fall on the employee. If they do not invest enough for a comfortable retirement, or if the investments lose value or increase too slowly, the employee bears the burden of not having adequate income for retirement. If an employee withdraws from the fund before age 59 they will pay an additional 10 percent tax penalty. This additional tax does not apply to the beneficiary after the death of the participant of if the participant becomes disabled. I feel the government TSP is an excellent compensation afforded to civilian employees because they receive a specific dollar amount matched by Uncle Sam. They are able to make payroll deductions directly into the account and are able to manage their account directly through the internet. Employees covered by FERS have an amount equal to 1 percent of pay contributed to the Thrift Savings Plan by their employing agencies, even if the employee makes no voluntary contributions to the TSP. This amount is not deducted from employee pay. It is paid by the employing agency from sums appropriated to it by Congress for salaries and related expenses. Assuming a nominal annual investment return of 6. 0 percent, an employee who retires after 30 years of federal employment will be able to replace only about 3 percent of final salary from his or her TSP account if he or she never makes a voluntary contribution to the plan. Although it is minimal, employees can still benefit from the plan without contributing a penny. Without using a financial advisor, they have the ability to make intranet transfers on their accounts. Thrift Plan participants can receive account-balance information and conduct transactions using an automated phone system or on the Thrift Plan’s Website at www. tsp. gov. The plans seem relatively simple to understand. Employees no longer have to wait for an open enrollment period to make changes to their account. Government and military personnel have two choices on the bond side to invest in. If they want to invest in a low risk bond, the choice is the â€Å"G Fund† which invests in government securities, or the â€Å"F Fund,† which is tracks the Lehman Brothers Aggregate Bond Index. There’s a target maturity plan which they call â€Å"Life Cycle,† or â€Å"L Funds†. Basically, they way the plan works is participants select the fund whose target date corresponds most with the year they hope to retire. It is a diversified portfolio, investing in the C, F, G, S, and I funds that become more conservative as the participant nears their retirement age. The â€Å"C† fund invests in stocks of all of the corporations that represented in the Standard and Poor’s 500 index. The â€Å"F† fund, or â€Å"Fixed Income Index Investment Fund† invests in securities represented in the Shearson Lehman Brothers Aggregate (SLBA) bond index. They are comprised of government bonds, corporate bonds, and mortgage-backed securities. The â€Å"G† fund consist of U. S. government securities and pays interest equal to the average rate of return on long-term U. S. government bonds. This is a very low risk fund and considered the safest of the TSP funds because the principal is guaranteed not to drop in value. The â€Å"S† fund (Small Capitalization Stock Index Fund) invest in the common stocks that are represented in the Wilshire 4500 index. The â€Å"I† fund (International Stock Index Fund) invests in the stocks of foreign corporations represented in the Morgan Stanley Capital Investment EAFE(Europe, Australia-Asia, Far East) index. The â€Å"Life Cycle† Fund uses a combination of these five funds to optimize returns for employees depending on the time frame they have chosen for their expected retirement. The Thrift Savings Plan (TSP) plays a fundamental role in helping federal workers achieve adequate financial resources for retirement. Employees covered by FERS who do not make voluntary contributions to the TSP, and thus receive only the 1 percent agency automatic contribution, will be able to replace only 2 percent to 4 percent of final annual salary from the TSP at retirement. Most workers in the lower and middle ranges of the federal salary scale will be able to achieve the 60 percent salary replacement. The TSP makes for an admirable compensation feature for many of the active duty military retirees who seek employment with the federal government after retirement. This would be icing on the cake since the military uses the benefits plan based on salary earned in the years immediately preceding retirement which they start receiving the month after they are completely retired from active duty. I could see how the â€Å"double dippers,† as they are called, may be able to maximize on the TSP using their retirement income. It would allow for employees need for security to be satisfied in knowing that after retirement they may have an adequate income after they leave government service if their funds are invested wisely. They would still be able to meet their physiological, safety and security needs, which is especially important in retirement years. That in turn should help to keep their spirit and self esteem up because they are still able to provide for themselves and others that depend on them which should bring a sense of belonging and love. Ultimately, being able to participate in the Thrift Savings Plan, in the public or private sector, sends a message tol employees that their employer or the U S government thought enough of the people who work for them to implement a compensation plan to reward them for their years of service to the organization. I think if more employees had a compensation package that included a benefit similar to the Thrift Savings Plans less people would be concerned about the solvency of Social Security. Federal employees at all income levels can significantly boost their retirement income by contributing to the TSP, and such contributions are essential in order for those in the upper third of the federal pay scale to achieve a level of income that will allow them to maintain their pre-retirement standard of living. References Purcell, P. (2007). Federal employees' retirement system: The role of the thrift savings plan. Journal of deferred compensation, 13(1), 74-99. Retrieved from Business Source Premier database. Springstead, G. , & Wilson, T. (2000) Participation in voluntary individual savings accounts: An analysis of IRAs, 401 (K)s, and the TSP. Social Security Bulletin, 63(1), 34. Retrieved from Business Premier database. (2007). Thrift Savings Plan participant survey results 2006. Pension Benefits, 16(5), 11. Retrieved from Business Source Premier database (2008). Federal Thrift Plan mirrors 401(k) Plans. 401K Advisor, 15(11), 8-9. Retrieved from Business Source Premier database. Barkume, A. (2004). Using incentive pay and providing pay supplements in US job markets. Industrial Relations, 43 (3), 618-633. Dolmat-Connell, J. , Dolmat-Connell, S. , & Miller, G. (2009). Potential implications of the economic downturn for executive compensation. Compensation & Benefits Review,41, 33-38. Gerhart, B. , & Rynes, S. (2003). Compensation: Theory, evidence, and strategic implications. Los Angeles, CA: Sage Publications. Hansen, F. (2010). Currents in compensation and benefits. Compensation & Benefits Review, 42: 3-15. Henderson, R. (2006). Compensation management in a knowledge-based world (10th edition). Upper Saddle Creek, NJ: Prentice Hall/Pearson. Milkovich, G. , & M. Newman, J. (2008). Compensation (9th edition). New York, NY: McGraw Hill Publishers.

Race and Human Services Essay Example | Topics and Well Written Essays - 2000 words

Race and Human Services - Essay Example The American society is a clear example of inequality along lines of race that constitute the society. This paper examines how race affected the distribution and access to resources. The study uses the critical race theory to explain reasons for poor social support for these communities and the effect it has had on the communities. Pertinent factors on race The history of race clearly reveals that people became full society members if they grew up within the society or adopted the society’s cultural norms. While for most societies, membership to society was based on tribal or familial affiliation, physical characteristics were also considered. Skin color particularly has greatly influenced membership to a society. These physical characteristics are in turn linked to moral, intellectual and psychological qualities. Societies will always assign to their own the highest qualities while assigning lower qualities to the outsiders. Societies in American are based on races, which has led to racism. Racism is the practice of denying a group of people their rights to resources and representation because of racial differences. Institutionalized racism involves use of social institutions such as education, social services, housing, judicial and the government, which touch all aspects of society (Loury, 2005). America comprises of various ethnic communities, a fact that has greatly led to discrimination of such communities as the Native Americans, African American and the Latina. The Native Americans occupied America before the colonial era. The Europeans in an effort to access the American territory for land and its natural resources resulted to massacres, wars and forced displacement. The natives were also subjected to food rights restrictions, impositions of treaties; their land was snatched from them and many more hardships. The European immigrants justified this treatment to stereotypes such as the natives were â€Å"merciless Indian savages† and the man ifest destiny where the conquerors would receive divine blessing for the new land ownership in the US (Hochschild & Weaver, 2007). The displaced natives were relegated to reservations constituting 4 percent of the US territory. The natives were forced to attend the residential school system that aimed to civilize them by teaching them the settler economy, values and culture. To date, Native Americans are the most affected by racism and remain economically disadvantaged compared to other groups. The Native American race suffers high levels of suicide and alcoholism due to lack of future prospects (Hochschild & Weaver, 2007). The African American is the second groups affected by racism. The European settlers needed labor force to work in their vast plantations. Court ruling in the 18 century allowed slavery towards black Africans. Legal discrimination and institutionalized racism were hardened during the 19th century. Though slavery was abolished through the fourteenth amendment and A frican Americans were able to technically vote, many were subjected to acts of terror, poll taxes and discriminatory laws that kept the African Americans disenfranchised especially in the south (Wilson, 2011). Racism during this period was worse than any other period before or after. European supremacy,